Role, responsibilities and relationships in the lifelong learning. A summary of key aspects of legislation, regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher.

Teachers must maintain their knowledge of legislation, regulatory requirements and codes of practice and ensure that they are up to date with all current requirements, which are often subject to change. Some are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22) Generic will differ depending on what it is you teach. We must be aware of the requirements external bodies and regulators like Ofsted (in England). Plus other awarding organisations who will quality assure their qualifications. An example of a procedure we must follow would be the Data Protection Act (2003).

The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity. This covers disability, sex, race, age, ability etc. Equal opportunity is a concept underpinned by legislation to provide the correct and appropriate access for the participation, development and advancement of all individuals and groups. In today’s world we can refer to this as everyone being different but having the same equal rights. Valuing diversity is about respecting the differences in students, regardless of age, ability and/or circumstances, or any other individual characteristics they may have. If you have a class larger than one then you will experience diversity because they come with their own individual abilities. My role as a teacher is to make sure I deliver the course contents in full, provide feedback, set targets using the smart method. SMART…(Specific, measureable, attainable, realistic, timed). We must also review students work, set assessments and re-assess. We must...

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Recognise key aspects of relevant current legislative requirements
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Teaching in the lifelong learning sector
If you are reading this book we expect that you are preparing to teach in the lifelong
learning sector and may well be interested in gaining the PTLLS Award.
So what does this lifelong learning sector look like? It is a sector that covers all
publicly funded post-16 education outside universities; this takes place in a wide
range of institutions including Further Education (FE) colleges, adult and community education, private training providers of work-based learning, libraries, archives
and information services and prisons. Some interesting facts about the lifelong
learning sector emerge:
Francis-3811-Ch-01:Sample-Francis-3811
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ACHIEVING YOUR PTLLS AWARDS
1 Three-quarters of learners are 19+ and part-time
2 There are more 16–19-year-olds in colleges of FE than in sixth forms in secondary
schools
3 Learners range from those who cannot read, write or communicate to those at
post-degree level
4 There are more students in FE colleges than in universities
5 One in five adults are currently learning, with 42% of adults having participated
in some learning activity during...

...Roles, responsibilities and relationships in lifelong learning
As a trainer it is most important that I have the current knowledge of all legislation, regulatory requirement and code of practices, relating to Construction work activity and health and safety.
Health and Safety is the key piece of legalisation for my area. The Health and Safety at Work Act (1974). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities for example employees, visitors to work sites, including members of the public and other contractors. (www.atl.org.uk).
Keeping up to date is crucial with health and safety matters, these are easily obtainable from the HSE Website and other online resources. One way in which I would review Health and Safety would be to complete and review risk assessments of work activities, this would indicate areas needing attention, this would include the testing requirements of all plant and equipment that would be used to carry out any works, The Provision and Use of Work Equipment Regulations 1998 (PUWER) requires, every employer to ensure that work equipment is suitable for the purpose for which it is provided, (www.hse.gov.uk/pubns/books/l22.htm).
I would supply my learners with suitable and adequate information on safety while in the facility utilised for the training, this would include fire exits and emergency...

...Roles, Responsibilities and Relationships in Lifelong Learning
By
Samantha White
HABC Level 3 PTLLSUnit 1
Mrs Christine Scrivens
10th December 2012
Roles, Relationships and Responsibilities in Lifelong Learning
As a teacher I have many different roles and responsibilities. I must provide effective teaching to my learners, supporting them in all aspects throughout their learning journey .
1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
These are both acts and regulations that as a tutor I need to be aware of and comply with.
Below is a summary of how each act will impact on my role as a tutor.
Health and Safety Act at Work Act 1974:
I have a duty of care to ensure the health, safety and welfare of my learners . To do this I must ensure that the environment is safe, by way of an assessment, cheaking that there are no trailing wires or anything that could be a trip or slip hazard. Ensuring that all equipment is fit for purpose and providing adequate light and heating. Also to make the learners aware of any possible hazards, making sure every precaution is taken and that the learners co-operate.
The Equality Act 2010 (incorporating previous equality legislation on disability, race, special needs, sexuality, age and employment equality):
The point of this is that learning should be accessible to all regardless of race,...

...Unit001
Roles, responsibilities and relationships in lifelong learning
Introduction
As an experienced manager who has gained the DMS qualification (Diploma in Management Studies level 5) I have a clear understanding of leadership and a team environment and using people skills to promote good work dynamics. In addition I am a qualified beauty therapist with my own beauty business. My aim is to achieve another quality and qualification to enable me to promote and pass on skills to others within teaching. For my continued professional development and accreditation I attend regular training to keep my skills updated along with beauty shows and read regular health & beauty magazines and articles to ensure I am aware of new treatments, marketing and promotional offers.
Within both teaching and my clients I promote equality and diversity which is “key” to any business or teacher being successful, therefore being open late nights and early mornings to accommodate commuters, offering services to all groups of people. When teaching it is important to remember cultures, religions, genders and examples of races and respecting that everyone is not the same within my profession.
The learner will:
1. Understand own role and responsibilities in lifelong learning
1.
- ECM –Every Child Matters is the green paper passed by the government in September 2003, to help improve and protect children up to 18 years old from violence, abuse,...

...Unit001/008
Roles, responsibilities and relationships in lifelong learning
1.1 Some of the key aspects of legislation, regularly requirement and codes of practice are covered in:
* Health and Safety at Work Act 1974.
* Race Relations (Amendment) Act 2000.
* Disability Discrimination Act 1995 and 2005 (DDA).
* Special Educational Needs and Disability Act 2001 (designed to bring education within the remit of the DDA through the addition of Part 4 DDA 1995).
* Equality Act 2006.
* Data Protection Act 1998.
* Copyright, Designs and Patents Act 1988 (The Copyright and Related Rights Regulations 2003).
* IfL Code of Practice for Teachers (2008).
* Safer practice, safer learning (2007) – responsibilities for safeguarding vulnerable adults in the learning and skills sector – published by NIACE and DES.
My responsibility and role as a teacher in relation to the above can be split into 3 parts. As a teacher I have a legislative requirement to act within the accordance to the law as defined in an Act of Parliament and usually enforceable through the court. I am obligated to act within a code of practice which is a set of rules outlining how a person in a particular profession or situation is expected to behave. In addition to this a statutory code of practice approved by Parliament and admissible as evidence in any legal action is to be adhered to.
1.2
Diversity can be defined as variety of different...

...Preparing to Teach in the Life Long Learning Sector
Unit001 – Roles, Responsibilities and relationships in lifelong learning.
Candidate Name: City and Guilds Number:
TASK A Guidance Document
Driver Training Department.
Guidance Document for driver trainers working with learners
Overview
Instructing, coaching and assessing in the driver training sector can present many challenges and variants when interacting with learners on a day to day basis. Training scenarios can greatly differ in their aim, practical application or severity of risk assessment and your involvement can then vary to include the protection of personal information, development of training materiel or direct contact with individuals. You should be aware of how your actions could influence or impact on not only learners, but also colleagues the Service and even members of the public.
Legislation
It is essential you familiarise yourself with the various Legislative acts, regulatory requirements (including codes of practice) and Service policies which have been outlined below. Though it is not expected for trainers to know these word for word, you will need both an accurate interpretation of them and the ability to refer to them with ease.
Health and Safety at Work Act (1974)
This Act sets out the general duties which employers have towards employees and members of the public, and duties which employees have to themselves and...

...Unit 008 – Roles, responsibilities and relationships in the lifelong learning sector.
In this assignment I am going to talk about the roles, responsibilities and relationships and boundaries of a teacher in the lifelong learning sector. I will be talking about key legislations, regulatory requirements, codes of practice relating to my own role. I will explain how to establish and maintain a safe and supportive learning environment. I will mention the teaching and learning cycle and what I can do to facilitate the learning of others.
1.2-1.4 The teaching and learning cycle (Gravels, 2011, p10) consists of the following phases; identifying needs &amp; planning, designing, facilitating, assessment and evaluation. The cycle can be started at any phase but should be followed all the way round for it to be most effective. There are many different roles, responsibilities and boundaries as a teacher, for example at the stage of planning my role is to plan what will be taught and when this will happen and my responsibility is to agreeing individual learning plans, writing realistic aims and having a contingency plan in place.
Is it my responsibility as a teacher to identify the needs of my learners and what is the most effective way for them to learn. To do this I need to find out as much as I can about them in the first stage of the teaching and learning cycle (identifying needs &amp; planning) if they require any additional aids in class, if they have any...